As a summary to what has been learnt, ask the students to use their initials to come up with a phrase or a set of keywords from the lesson. They can then share this with the rest of the class. Absolutely lazy in the best possible way but also meets the RING – Relevant, Interesting, Naughty and a Giggle – principle.
Perhaps the most popular idea to come out of my Signposting Progress work at Berkhamsted School’s Teaching, Learning and Assessment Conference was the ‘Tweet My Lesson’ idea. Inspired by Historical Tweets, it was popular because it taps into the students’ knowledge of social platforms, it adheres to Dave Keeling’s RING – Relevant, Interesting, Naughty and a Giggle – principle. Even better, it needs absolutely NO preparation on the teacher’s part in checking progress.
This simple little strategy works like this as described in my Signposting Progress workshop booklet –
The Twitter formula can be applied to a plenary task to summarise student learning and progress. Ask students to write a tweet to summarise what they have learnt in your lesson. A tweet comprises of a message of 140 characters, which includes spaces and punctuation. They can also use hashtags and @ symbols. Of course, students are very familiar with writing in this way and can be extremely creative in their tweets.
Not only can this activity be used to summarise a student’s progress but it can be used as an empathetic exercise in which students can image themselves as a historical figure, for example, at a particular point. So for example, William has just won the Battle of Hastings, he gets his iphone out and goes onto Twitter – what would he write?
In lessons, I just have to ask students to write the subheading ‘Tweet My Lesson’ and they automatically know what to do unless I have add a twist and ask themselves to image themselves as a historical figure.
A wonderful short exercise which not only summarises student progress but also, if used regularly can help construct a learning dialogue in exercise books.
I was inspired to write this blog from the reaction towards a tweet I posted during a #ukedchat on effective ways to start lessons yesterday evening. The tweet I posted was – Giving students anagrams of key words to solve from a text they have to read is a good starter. In debrief they explain key word. The reaction to this suggested activity was so positive with a number of people either retweeting or favouriting the tweet, I thought it would be good to expand upon this and share how I have used anagrams in recent lessons, which have had a most encouraging reaction from students and staff observers alike.
Using anagrams in lessons is nothing new. Indeed, I remember a homework assignment in Geography in Year 9 [….. or Year 3 as it was in the late 1980s] where we were studying industrial towns and cities and we had to unscramble 10 anagrams of [mainly northern] industrial cities with the clue – All these towns have Football League teams – which very much grabbed the attention of the lads in the class. However, until recently, it had never occurred to me to use anagrams in my lessons. This old trick was reawakened for me by David Didau’s The Perfect English OFSTED Lesson in which he advocates the use of anagrams as an alternative way of presenting a lesson objective [see page 42 of his excellent book]. Looking for alternative ways of getting students to read text more deeply in an accessible manner, I thought that anagrams could form the basis of a DARTS exercise.
However, just giving the students a few anagrams based on key words of a text wasn’t for me enough to provide stretch and challenge. Therefore, I decided to try giving students anagrams of key words and phrases from a text on a short structured worksheet but not only do they have to solve the anagrams but they have to write an explanation of the solved anagram and its significance to the lesson content. Thus demanding more from the student and encouraging the habit of explaining as opposed to describing [or not even that!]. At the bottom of this post is an example of this strategy I used in an observed lesson on population growth for Year 9. This was used as a starter and the observer who was a Headteacher from a leading school in the county judged this to be outstanding practice. The reason why was that the anagrams encouraged the students to read and look for key words and their spellings [which ticked the OFSTED literacy box] but also that they had to consider explaining the term and why it was important within the lesson content.
David Didau highlights using the anagram maker – www.angelfire.com/biz/WLAW/anagram.html/. – and I would like to thank him for this recommendation as it is basic and utterly superb giving you a whole host of anagrams in seconds.
Student voice has also been very positive in using this strategy and the discussions that have been part of the debriefing of this activity have been high quality and certainly improved my practice. Student have been able to use the anagrams as memorable markers of the key points within a text and have been able to explain them expertly.
As a way of getting students to read a text or introducing them to new ideas, anagrams is certainly worth adding to your Lazy Teacher’s toolkit especially as they are so easy to create. Low preparation and high impact. Fantastic!